Professional Documents
Culture Documents
KANENDRAN T. A.a
JOHNNY SAVARIMUTHU
B. V. DURGA KUMAR
Sunway University College
ABSTRACT
This paper will discuss the role of e-learning standards for implementing e-learning applications. We briefly
define and describe the issues related to e-learning standards to improve performance and availability of e-
learning content. We also describe the characteristics of standards important for maintaining high quality e-
learning contents. The various standards are analyzed and the degree of synergy between different standards
organizations is identified. We discuss the life cycle for e-learning standards, and the main types of standards to
enable the interchange of components in a learning system. The Malaysian experience is presented as a case
study.
Key words: Digital data, e-learning, standards, performance, high availability, quality.
INTRODUCTION
Successful companies select a few standards and enforce them strictly (Gates, 1995). As
the need for digital data becomes more ubiquitous, so does the need to provide efficient
mechanisms for distributing data designed according to e-learning standards. The so-called
standards are Aviation Industry CBT Committee (AICC), Instructional Management System
(IMS), Advanced Distributed Learning (ADL), Institute of Electrical and Electronics
Engineers (IEEE), Learning Resource iNterchange (LRN), and Sharable Courseware Object
Reference Model (SCORM). In reality, SCORM is not a standard but a reference model for
a suite of standards developed by other bodies. Usually, the content is loaded in the learner’s
Web browser, and the Learning Management System (LMS) resides on a remote server.
Unless the content and the LMS use the same language, syntax and vocabulary, they will
not be able to communicate. Standards also give assurance to buyers about interoperability,
the ability of the system or product to work with other systems or products without special
effort on the part of the customer. All contents that conform to an e-learning standard will
run equally well on all LMSs that conform to the same standard (Morrison, 2003).
To understand the passion for e-learning standards, one needs to understand the
underlying problems that necessitate the development of these standards. The learners
cannot easily find the course they need. Course authors find it difficult to combine content
and tools from different vendors. Course administrators cannot move courses, each with
hundreds of files, from system to system. Learners with disabilities need custom-developed
courses and can only communicate with the systems on which these courses were
E-mail: akanen@sunway.edu.my.
56 Kanendran T. A., Johnny S. and B. V. Durga Kumar
developed. Organizations are addressing these problems in several ways. They are
developing standards that promote building e-learning from reusable parts and that help
reduce dependence on individual vendors and products. One of the explicit goals of
standards is to allow the reuse of content at all levels: not just whole courses and online
materials, but smaller units as well (Horton and Kendall, 2003).
All standards have a development life cycle comprising a series of highly iterative and
time-consuming processes. It is possible that e-learning may embrace a de facto standard,
though to date there has been no universal standard. The specifications, guidelines and
recommendations are not standards unless a large number of people follow them.
ISSUES
There are several issues that need to be considered to decide when and how to integrate
standards into e-learning content.
Project
Product
Workflow
Reuse of Components
Applications
Identification
*Should one purchase tools that comply with standards or that make compliance easier?
Yes, this would reduce the learning curve and help to achieve smooth development of
software.
58 Kanendran T. A., Johnny S. and B. V. Durga Kumar
*Would one build standards into the template and scripts that one uses in constructing the
content?
Yes. The templates are useful for developers or designers of content. Building in the
standards further reduces complications and improves efficiency in constructing the content.
CHARACTERISTICS
Durability
The LMS and LCMS must be able to accommodate minor changes to the contents and to the
application design without the need to redesign the e-learning system. Even if there are
major changes to the contents, the standards should enable the design of the e-learning
system to be consistent.
Accessibility
The LMS or LCMS must have the ability to access courses and learning objects through the
use of metadata and package standards, thereby allowing many learners to access learning
content stored remotely.
The metadata access specification is intended to make it possible to identify resources
that match a user’s stated preferences or needs. These preferences or needs would be
declared using the IMS LIP (Learner Information Package). The needs and preferences
addressed include alternative presentations of resources, alternative methods of controlling
resources, alternative equivalents to the resources themselves, and enhancements or support
required by the user. The specification provides a common language to identify and describe
the primary or default resource and equivalent alternatives for that resource.
Sunway Academic Journal 2, 55–65 (2005) 59
Manageability
Manageability is the ability to track the learner’s use of the e-learning system and the
storage of the resulting data in an LMS or LCMS as a learning record accessible by both the
learner and management. The system should be able to package the learning objects so that
they can be managed for a large number of users.
Reusability
Reusability is the ability to design, store and manage learning content as small compatible
learning objects that can be used in combination over and over again as elements of
different courses. A curriculum is assembled from reusable courses, which are assembled
from reusable lessons, which are made of reusable pages containing reusable media
elements. These units are called reusable learning objects or sharable content objects. The
designer can reuse all components many times (Horton and Kendall, 2003).
Affordability
Interoperability
Interoperability allows the picking of the best designer, tools, content, and management
systems—and enables the replacement of any of them without having to redo the others. All
features and functions of content that conform to a standard can be used on any LMS that
conforms to the same standard. It is then possible to have content authored by different
vendors, using different authoring tools, running on the same LMS and exploiting all the
content features and functions; also, data can be shared between enterprise systems without
intervention (Morrison, 2003). The existing specifications that deal with courseware
interoperability are the following:
Figure 1 describes interoperability. The designers X and Y use certain tools to produce
learning objects that are self-contained, reusable modules of a project. The learning
management system can assemble a course by integrating these separate objects developed
by different designers using different tools (Horton and Kendall, 2003).
60 Kanendran T. A., Johnny S. and B. V. Durga Kumar
M 1 T1
A Designer-X
N
A 2 T2
G 1 2
E
M
E 4 3 3 T3
N
Designer-Y
T
4 T4
Figure 1. Interoperability
STANDARDS ORGANIZATIONS
AICC was one of the first bodies to publish specifications for tracking and interoperability,
and their work was adopted by businesses outside the aviation industry. For years, AICC
specifications were the de facto e-learning standard. When vendors claim their products are
“AICC-compliant,” they actually mean that they have implemented some of the nine AICC
guidelines. Since different vendors can implement different guidelines, AICC compliance
does not ensure interoperability. The AICC content hierarchy also has three components:
• Course: The top level of the hierarchy, at which content is assigned to learners.
• Instructional block: An optional intermediate grouping of smaller learning units.
Instructional blocks can be nested inside one another to provide any number of
levels.
• Assignable unit: The AICC’s learning object (Fallon and Brown, 2000).
ADL’s strategy provides a focus for standards bodies by harmonizing their efforts in a
reference model called SCORM (Sharable Content Objects Reference Model). ADL
provides both a forum and a technology test bed for the integration of specifications. ADL
likes to think of SCORM as a super class, which treats each separate draft specification as a
Sunway Academic Journal 2, 55–65 (2005) 61
separate class. Figure 2 shows how different standards groups have contributed to the
reference model.
SCORM
G H A B C D E F
The model consists of three classes. SCORM is a “Super class” containing subclass-1,
which includes an overview of the ADL initiative, the rationale for the SCORM and a
summary of the technical specifications and guidelines contained in the remaining sections.
Subclass-2 (The SCORM Content Aggregation Model) contains guidance for identifying
and aggregating resources into structured learning content. Subclass-3 (The SCORM Run-
Time Environment) includes guidance for launching, communicating with, and tracking
content in a Web-based environment (Morrison, 2003).
SCORM assumes the existence of a suite of services called by either an LMS or an
LCMS. Most Web documents consist of hyperlinks from one page to another. In SCORM
the LMS, the main element, knows what is to be delivered to the learner. SCORM
standardizes how to start and track directed learning, and the behavior and logic of complex
learning, so that content can be reused, moved, searched for and reassembled. SCORM
supports e-learning that enables interoperability, accessibility and reusability of e-learning
content. SCORM continues to update and expand the scope of the specification. The
SCORM content hierarchy includes three types of components shown in Figure 3.
62 Kanendran T. A., Johnny S. and B. V. Durga Kumar
ARIADNE
The IEEE is the leading authority in technical areas. It is involved in e-learning standards
through its Learning Technology Standards Committee (LTSC) whose mandate is to
develop accredited technical standards, recommend practices, and guides for learning
technology. The LTSC provides independent evaluation of draft specifications developed by
bodies like AICC and IMS, with the ultimate aim of certifying a specification, followed by
publishing it as a new standard. The IEEE LOM (Learning Object Metadata) standard
specifies the syntax and semantics of LOM required to fully and effectively describe a
learning object. The main focus area is on the development, deployment, maintenance, and
interoperation of e-learning components and systems. The IEEE/LTSC LOM specification
was derived from work done by the IMS and ARIADNE. This specification, which forms
the basis of the current IMS Learning Resource Metadata Information model, is included in
SCORM. Ultimately, most of the standards developed by IEEE/LTSC will be advanced as
an International Organization for Standardization (ISO) standard.
IMS produces open specifications for locating and using e-learning content, tracking learner
progress, reporting learner performance, and exchanging records between administrative
systems such as LMSs. IMS specifications that have been adapted for use in SCORM
version 1.2 are the following:
• The IMS Content & Packaging Specification (CPS) defines how to create reusable
LOs that can be accessed by administrative systems such as LMSs and LCMSs.
• The IMS Question & Test Interoperability Specification (QTIS) addresses the need
to be able to share test items and other assessment data across different
administrative and assessment systems.
• The IMS Learner Profiles Specification (LPS) defines ways to organize learner
information so that administrative systems such as LMSs and LCMSs can be more
responsive to the specific needs of each user.
• The IMS Simple Sequencing Specification (SSS) defines a method for specifying
adaptive rules that govern the sequence in which reusable LOs are to be presented to
the learner (Fallon and Brown, 2000).
IMS has been a pioneer in e-learning standards. It makes contributions in the areas of
metadata and content packaging. The IMS metadata standards are firmly rooted in modern
Internet technologies such as XML. The main purpose of these specifications is to provide
comprehensive standards relating to content structuring.
RELATIONSHIPS
The IMS Learning Resources Metadata Information Model used in the SCORM was based
on work done by both IMS and ARIADNE. The SCORM Run-time Environment includes
the API (Application Programming Interface) developed by ADL and the AICC. Although
each organization focuses on its own area, they are all working toward the common goal of
attaining a set of internationally accredited standards for e-learning. The degree of synergy
among these standards organizations is manifested by the fact that many of the individuals
who participate in the various committees and working groups do so within two or more of
the standards organizations simultaneously (Fallon and Brown, 2000).
STANDARDS LIFECYCLE
All standards have a development lifecycle comprising a series of highly iterative and time-
consuming modules The lifecycle starts with project needs and research and development
concepts. By exposing these notions to interested consortia, draft specifications can be
developed. When there is consensus about the specifications, they are tested in laboratories
and test beds to see whether the theory works in practice. Draft specifications should also be
exposed to the market. Once there is evidence that the agreed specification works, the test
64 Kanendran T. A., Johnny S. and B. V. Durga Kumar
results, in the form of a reference model are sent to a standards organization for third-party
validation, followed by accreditation. Once a standard has been accredited, a global
standards organization like ISO can promote it to an approved international standard
(Morrison, 2003).
Quality assurance concerns the design and quality of digital content from the viewpoints of
subject matter and instructional design. Quality assurance ensures that e-learning content
has certain characteristics or was created using certain established processes. E-learning
technology is sufficient to ensure a free exchange of reusable learning objects. Quality
standards ensure that objects are not only reusable but usable in the right place. Quality
assurance standards can help customers select the right products. The availability of e-
learning content from the customer’s perspective is assessed by the lessons, course details
and exams, which must be designed in compliance with universal standards.
In 2003, the Malaysian scenario indicated that compliance with SCORM specifications by
educational institutions was approximately 54% (Aisrvatham, 2004). Another survey
conducted in 2004 by Multimedia University indicated that the percentage of educational
institutions using SCORM-based content was 64% (Aisrvatham, 2004). Thus, it is clear that
SCORM is gaining popularity in Malaysia as the e-learning standard. The Malaysian
Institute of Microelectronic Systems (MIMOS) is preparing e-learning standards for
Malaysia. These specifications will be implemented in the near future as the Malaysian Grid
for Learning (MyGfL). One of the objectives is to develop e-learning standards to ensure
conformance to and adoption of best practices in learning content and systems. INTAN
(Institut Tadbiran Awam Negara or Institute of National Public Administration) also follows
SCORM specifications for the implementation of e-learning for all government employees.
The pilot implementation is expected to be completed in March 2005 (Aisrvatham, 2004).
The Asian E-Learning Network (AEN), which comprises 13 countries and is based in Japan,
has agreed to adopt SCORM specifications. Malaysia is part of this network.
CONCLUSION
The e-learning market will continue to develop rapidly, especially in content design. There
are several standards available but not many have adopted these specifications. This paper
has provided guidelines for users to select the standards for their e-learning solutions.
It is pertinent that the issues discussed be carefully considered. Furthermore, these
issues need to be analyzed and solutions found. Market forces should not be ignored. The
importance of e-learning standards in the implementation of an e-learning solution is vital
for long-term success and to optimize cost.
Sunway Academic Journal 2, 55–65 (2005) 65
REFERENCES